British Journal of Education (BJE)

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Effectiveness of Inclusive Teaching Strategies in Improving Students’ Academic Achievement in Primary Schools in Makambako Town Council, Tanzania

Abstract

This study assessed the effectiveness of inclusive teaching strategies in improving students’ academic achievement in primary schools in Makambako town council. A mixed research approach embedded on the convergent design was adopted under pragmatism philosophy. Data were collected through questionnaires, semi-structured interviews, focused group discussions, observation guides, and documentary reviews from a sample size of 54 respondents. Data were analyzed descriptively using SPSS version 20 and thematically to enrich quantitative and qualitative information. The study revealed the inclusive teaching and learning strategies used in primary schools were observed in educators than in the Organization of Education. The study concludes that teaching in inclusive classrooms needs to observe stipulated strategies.  Consequently, the study recommended the government should propose compulsory special needs education to all teachers when they are pursuing their studies in college. Additionally, the school administrations should put more effort into making sure they eliminate any kind of constraints that can hinder the strategies of teaching and learning in inclusive classrooms.

Keywords: Inclusive Education, inclusive classrooms, teaching strategies

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This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License

 

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Email ID: editor.bje@ea-journals.org
Impact Factor: 7.89
Print ISSN: 2054-6351
Online ISSN: 2054-636X
DOI: https://doi.org/10.37745/bje.2013

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